- Постригач, Н.О. (orcid.org/0000-0002-5433-2938) (2021) Development of Teacher Education in Greece, Italy and Spain (Late 20th – Early 21st Centuries) Masters thesis, Інститут педагогічної освіти і освіти дорослих імені Івана Зязюна; Хмельницька гуманітарно-педагогічна академія.
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Abstract
Postryhach N. O. Development of Teacher Education in Greece, Italy and Spain (Late 20th – Early 21st Centuries). – Qualifying scientific work as a manuscript. Thesis for obtaining a scientific degree of Doctor of Pedagogical Sciences, speciality 13.00.01 «General Pedagogy and History of Pedagogy». – Ivan Ziaziun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine; Khmelnytskyi Humanitarian-Pedagogical Academy Ministry of Education and Science of Ukraine, Kyiv, 2021. In the thesis «Development of pedagogical education in Greece, Italy and Spain (the end of the XX – the beginning of the XXI century)» the tendencies of development of pedagogical education in Greece, Italy and Spain in the specified chronological period are scientifically substantiated; perspective directions of creative use of constructive ideas of the southern European experience for modernization of pedagogical education in Ukraine are outlined; the prognostic substantiation of development of pedagogical education in Ukraine in the context of integration processes is carried out. A historiographical analysis of the development of pedagogical education in Greece, Italy and Spain in the scientific literature, legislation and documents of international organizations on education. The semantic-categorical analysis of key concepts of research «development», «education», «pedagogical education», «development of pedagogical education», «professional development» is carried out. Within the characteristics of the theoretical and methodological foundations of the problem of development of pedagogical education in Greece, Italy and Spain, the basic concepts of research (retraining, advanced training, internship, professional development, etc.) are specified. It is shown that they are comprehensively and thoroughly analyzed by Ukrainian and foreign scientists, but there are differences in their definition, which is due to the multifaceted and multifunctional nature of these definitions. The concept of research on the development of pedagogical education in Greece, Italy and Spain is based on the interdisciplinary nature of pedagogical knowledge, the use of an integrative approach to this phenomenon and its interpretation in the value-target and functional-procedural dimensions. The integrative nature of the study of pedagogical education in the countries of Southern Europe has led to its implementation at the methodological, theoretical and practical levels. The methodological level reflects the interaction and interrelation of fundamental scientific approaches to the study of the problem used in the study. The dominant methodological approach to the study of the formation and development of pedagogical education as a problem of comparative pedagogy is the methodology of universalism of phenomena, which in the dissertation combines integrative; culturological, paradigmatic, competence, system; synergetic, interdisciplinary, holistic, comparative-historical general scientific approaches. The theoretical level allows the identification of leading theories, concepts, ideas, basic concepts and categories, definitions, without which it is impossible to understand the essence of the phenomenon, namely trends in teacher education in Greece, Italy and Spain in the late XX – early XXI century; scientific description of the researched facts, implementation of their analysis, generalization and synthesis; substantiation of the peculiarities of the development of pedagogical education at the end of the XX – beginning of the XXI century. The technological (practical) level of the concept covers the applied aspect of the research, ensures the effectiveness of teacher training as a component of pedagogical education and the means of its effective implementation (content, forms and means of teaching, etc.); provides for the analysis of pedagogical education as a multicomponent (national and European) education, as well as positive and negative signs and influences of various factors on the development of pedagogical education in the context of European integration processes. The research identifies the leading conceptual approaches to the development of teacher education in Greece, Italy and Spain in the late XX – early XXI century, which serve as a methodological basis for substantiating trends in teacher education in Greece, Italy and Spain in the late XX – early XXI century. Based on the comparative-historical analysis of socio-political and socio-economic factors of formation and development of pedagogical education in Greece, Italy and Spain in the late XX – early XXI century, the leading trends in pedagogical education in the studied countries are identified: master, doctor); transformation of pedagogical education into research-oriented education; growth of the qualitative and quantitative composition of the student population and the teaching staff of pedagogical free economic zones; expanding their academic mobility; modernization of the structure and content of pedagogical education; diversification of funding sources, etc. Perspective directions of modernization of pedagogical education in Ukraine are substantiated: creation of a single pedagogical educational domestic space, which provides for quality assurance, coordination of terms and periods of teacher training; updating the content of pedagogical education; application of innovative, information and communication technologies in professional training of future teachers; introduction of a tricycle structure of higher pedagogical education and its harmonization with the European Qualifications Framework.Scientific and methodical recommendations on the possibility of using constructive ideas of the Southern European experience in the process of modernization of pedagogical education in Ukraine are offered. The scientific novelty of the obtained results is that: – for the first time a holistic comparative-historical analysis of the development of pedagogical education in Greece, Italy and Spain in the late XX – early XXI century on the basis of integrative, competency, culturological, paradigmatic, synergetic, systemic, holistic, comparative-historical general scientific approaches; a retrospective analysis of the formation and development of pedagogical education of a new quality in Greece, Italy and Spain under the influence of socio-economic factors, legislative and legal reforms, deepening integration processes; the stages of development of pedagogical education of the studied countries in the format of author's periodization are presented, which are based on the chronology of development of the legislative base of the European Higher Education Area; deepened the position on the European dimension in pedagogical education in Greece, Italy and Spain in the context of the formation of a pan-European educational space; the peculiarities of professional development of teachers to ensure a holistic process of continuing pedagogical education in the studied countries are specified; – improved the provisions on the theoretical and methodological foundations of the development of pedagogical education in the countries of Southern Europe; – the tendencies of development of pedagogical education of Greece, Italy and Spain at the end of the XX – the beginning of the XXI century are substantiated; – outlined scientific and methodological recommendations for critical thinking and creative use of constructive ideas of innovative experience in the development of pedagogical education of the studied countries; – further development of the basic provisions for defining the basic concepts of research and trends in pedagogical education in Greece, Italy and Spain in the late XX – early XXI century, the provisions of comparative pedagogy. New facts and documents on the development of pedagogical education in Greece, Italy and Spain, theoretical ideas and approaches developed by theorists and practitioners of education based on Greek, Italian and Spanish educational works, which contributes to the formation of a holistic view of the modernization of the domestic system. pedagogical education in the context of European integration. The practical significance of the obtained results is determined by the urgency of the problem, novelty and conclusions of general theoretical and practical nature. Systematized and generalized provisions are introduced in the professional training of students who obtain the degree of «bachelor», «master» of specialties, «Primary education», «Educational, pedagogical sciences» (Higher school pedagogy and students of pedagogical specialties of advanced training courses. Materials of the monograph «Development of pedagogical education in Greece, Italy and Spain (late XX – early XXI century): trends and prospects», manual «Development of pedagogical education in the Italian Republic in the late XX – early XXI century.» and programs of the special course «Trends in the development of pedagogical education in Southern Europe at the turn of the XX – XXI centuries» were used to develop and implement new curricula, special courses and mini-seminars on philosophy of education, general pedagogy and history of pedagogy, higher school pedagogy, comparative professional pedagogy on the problems of development of pedagogical education abroad; in substantiating scientific and practical recommendations on the possibilities of adapting progressive ideas of pedagogical experience of Greece, Italy and Spain; in the process of modernization of the educational system in Ukraine; in the development of conceptual principles and regulations in the field of continuing pedagogical education, educational and methodological complexes, etc. Practical results open prospects for improving the system of pedagogical education in Ukraine in terms of forming systemic knowledge about pedagogical activities, their ability to improve the quality of the pedagogical process in school by subject-subject pedagogical interaction «teacher-student», humanization, democratization, school openness to environment, provide a potential opportunity to organize and implement further research work of applied and fundamental direction to substantiate the conceptual foundations of the development of pedagogical education in the context of deepening European integration processes.
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